Tiverton Little Stars

What is it like to attend this early years setting?

Children settle quickly on arrival and happily explore the activities. They are active and inquisitive. The ambitious curriculum supports children well in gaining the skills they need for life. Staff successfully help children to persevere with new tasks and build resilience. For example, as children carefully build towers with different sized and shaped blocks, they show excitement at their achievements. When it falls, staff reassure them not to worry but to build it again, which they happily do. Staff engage effectively with the children, and children respond positively to their interactions.

Children have free flow to the outside area for most of the day and many children prefer outdoor learning. They have a new canopy and staff have found this a huge benefit, as children can still use the outdoor area when it is raining. Staff demonstrate how to use equipment and give children plenty of time to practise new skills, such as rolling a hoop or balancing on a scooter. Children learn the effect exercise has on their bodies, such as stretching muscles, their heart beating and the blood pumping. Staff make good use of snack time as a learning opportunity. Children understand about good hygiene and healthy eating. They use tools to put food on their plate as they count how many pieces they have and pour their own drinks.

What does the early years setting do well and what does it need to do better?

• The manager works closely with her staff to continually reflect on their practice for ongoing improvements. For example, they are looking to introduce parents taking books home to share with their children. Since their last inspection, they have implemented a new planning system, which focuses on children's current fascinations. Staff have found this to be very beneficial as the children become more engrossed in their learning experiences. Staff confirm how well the manager helps their development and well-being, assisted by a supportive committee.
• Staff monitor children's development successfully. This enables the small staff team to all be aware of children's next stages of learning and plan their environment effectively. The manager helps her staff to sequence children's learning, preparing them well for school as soon as they start. For example, they use puppets to engage the youngest children and those with special educational needs and/or disabilities (SEND) in group activities, such as circle time. Eventually, children learn the staff's expectations and willingly join in.
• Children are confident in the setting and make good choices. There is very little inappropriate behaviour but staff help them to manage any disagreements successfully. They remind children of being nice to their friends and having 'kind hands'. Children have good relationships with each other and the staff. They develop a positive awareness of people's differences, in this inclusive setting.
• The enthusiastic staff work effectively as a team to meet children's needs. For example, when children with SEND become unhappy during nappy changing, another staff member distracts them with a book. Children then happily cooperate. However, on occasions, staff talk over the top of each other and noise levels go up, so children find it harder to listen and concentrate.
• The manager intends for staff to help develop children's language skills through good role-modelling, adding vocabulary and recasting mispronounced words. Overall, this is implemented well. For example, as children play at being a vet, staff name the implements they use, such as stethoscope. They ensure that non-verbal children have good opportunities to hear language. Sometimes, however, they ask children questions then answer for themselves, not always giving children time to respond.
• The partnership with parents is strong. The manager and staff get to know the whole family to know how best to provide children with the experiences and care they need. Parents confirm that the manager works successfully with outside agencies to support families. This ensures that children receive any additional funding or help they need to catch up with their peers. Parents comment on the good support with potty training, and all say that their children's speech and confidence have improved since attending.

What the setting must and should do next

The provider should:

• improve staff practice to keep noise levels to a minimum and enable children to listen and concentrate more easily
• focus staff development on giving children enough time to think and respond to questions.